Philippines Australia

BASIC EDUCATION ASSISTANCE FOR MINDANAO

PRE-SERVICE TEACHER TRAINING

Extended School Experience

FIELD STUDY 4 MANUAL

Team Teaching: Exploring the Curriculum

TABLE OF CONTENTS
1. RATIONALE............................................................................................................1
Links to DepEds National Competency-Based Teacher Standards (NCBTS).......1
2. ROLES AND EXPECTATIONS OF STAKEHOLDERS IN FS 4..............................2
3. COURSE DESCRIPTION.......................................................................................5
Course Requirements.............................................................................................5
Assessment Tools...................................................................................................6
Grading System.......................................................................................................6
4. SCHEDULE OF ACTIVITIES FOR FIELD STUDY 4..............................................7
5. COURSE CONTENT...............................................................................................8
A. Classroom Observation......................................................................................8
Classroom Observation of Teachers Activities.................................................8
Classroom Observation of Students Activities..................................................9
B. Exploring Curriculum........................................................................................10
Examining the Resources................................................................................10
C. The Art of Questioning......................................................................................11
Observation Sheet on the Art of Questioning..................................................12
D. Instructional Materials.......................................................................................13
Observation Guide on the use of Instructional Materials................................14
E. Lesson Planning...............................................................................................15
Sample Lesson Plan........................................................................................16
F. Team Teaching..................................................................................................17
Evaluation of Learning Activities......................................................................17
Guidelines for Evaluating Learning Activities..................................................17
A Pre-Service Teachers Self Appraisal Checklist...........................................18
6. GLOSSARY OF TERMS.......................................................................................20
7. REFERENCES......................................................................................................21
8. APPENDICES.......................................................................................................22
Appendix A: Reflective Journal Entries............................................................23
Preparing a Lesson Plan.................................................................................23
Instructional Materials......................................................................................24
Actual Team Teaching......................................................................................25
Examining the Resources................................................................................26
Appendix B: Lesson Plan Rubric.....................................................................27

Appendix C: Pre-Service Teachers Actual Teaching Rating...........................28

Appendix D: Marking Guide for Instructional Materials...................................30
Appendix E: Marking Guide for Reflection/Journal Entries.............................31
Appendix F: Rubric for Communication Skills in Teaching..............................32
Appendix G: Rubric for Student Teaching Portfolio.........................................33

1. RATIONALE
Field Study 4 (FS 4) is a one-unit course. It is one of the series of sequential studies in the
Bachelor in Elementary Education and Bachelor in Secondary Education Programs (BEED
and BSED). This Field Study is linked to Professional Education subjects such as Curriculum
Development, Principles of Teaching 1 & 2, and Teaching Strategies.
FS 4 focuses on planning whole lessons, the preparation of instructional materials, and team
teaching with the Cooperating Teacher and other Pre-service Teachers.
A second focus of FS 4 is to have the Pre-Service Teachers explore the curriculum and gain
knowledge and understanding of its vital role towards the achievement of the student
learning. In this field study, the PSTs closely work and collaborate with the cooperating
teachers in making lesson plans. In the process, the PSTs start to explore the curriculum by
choosing the appropriate subject matter to teach, motivational activities and teaching
strategies.
Team teaching is a feature of many school activities so, it is important that the PSTs will
develop an awareness of the skills (as indicated by the BEC), an understanding of the
Teaching-Learning process and the need to work collaboratively. The pre-service student
teachers will be immersed in a balance of activities to give them the opportunities to plan,
teach and learn how to evaluate the learners performance.
In FS 4, the PSTs should manifest skills such as: planning, teaching, managing a class,
evaluating sequences of activities for individual and whole classes via team teachings,
designing instructional materials and, developing a professional portfolio.

Links to DepEds National Competency-Based Teacher Standards (NCBTS):

Domain 2- Learning Environment
2.5 Creates a healthy psychological climate for learning
Domain 3- Diversity of Learners
3.1 Determines, understands, and accepts the learners diverse background knowledge
and experiences.
Domain 4 -Curriculum
4.1 Demonstrates mastery of the subject.
4.2 Communicates clear learning goals for the lessons that are appropriate for learners
4.3 Makes good use of allotted instructional time.
4.4 Selects teaching methods, learning activities & instructional materials or resources
appropriate to learners and align to objectives of the lesson.
4.5 Recognizes general learning as well as unique process of individual learners.

Field Study 4

2. ROLES AND EXPECTATIONS OF STAKEHOLDERS IN FS 4

Stakeholders
1.
2.
3.
4.
5.
6.
7.
8.
9.

Teacher Education Institution (TEI)

Dean of the College of Education
TEI Practicum Manager
TEI Practicum Supervisor for Field Study 4
Schools Division Superintendents (SDS)
DepEd Cooperating Principal
Site Supervisor
Cooperating Teachers for Field Study 4
Pre-Service Teachers of Field Study 4

I. The Teacher Education Institution (TEI)

A. The Dean of College of Education shall:
1. Designate a Practicum Manager to oversee/coordinate the practicum program.
2. Assign Practicum Supervisors with 25-30 Pre-service Teachers (PSTs).
3. Initiate conferences with the SDSs in selecting public and private schools in the
province/city.
B. The Practicum Manager shall:
1.
2.
3.
4.

Monitor the teachers handling FS.

Formulate policies and systems for the practicum.
Manage administrative matters such as preparation and signing of MOA.
Communicate with stakeholders and handle paper work with regard to practicum
program.

C. The TEI Practicum Supervisor shall:

1. Orient the pre-service teachers of their in-campus/off-campus work with regards
to their expected attitudes, proper dress code, things to be done when they are in
school, and the expectations of their cooperating teachers;
2. Coordinate with the Cooperating School Principal/Head regarding the selection of
the exemplary Cooperating Teachers to handle Pre-service Teachers;
3. Assign the Pre-service Teachers to the Cooperating Teachers designated by the
School Principal/Head;
4. Coordinate with the Professional Education faculty regarding the needs of the
Pre-service Teachers in their field studies;
5. Visit the pre-service teacher and observe the classroom teaching and will hold
conferences with the cooperating teacher when deemed necessary;
6. Coordinate regularly with cooperating school principal/head teacher and
cooperating teacher regarding performance of the pre-service teachers;
7. Conduct weekly conferences for the Pre-service Teachers to:
a. Monitor their performance/progress in the field
b. Special sessions on innovations in teaching-learning process
c. Submission of the Tasks assigned to them like lesson plans, self-made
test, instructional materials and their Reflective Journals for checking
d. Discuss their problems if there are any
8. Assist the Pre-service Teachers in checking their lesson plans for team teaching
and in preparing their learning materials;
9. Submit written reports to the College Dean, copy furnished to the school principal
and the SDS, at least once a month regarding the:

Field Study 4

9.1 progress/performance of pre-service teachers

9.2 problems/difficulties met by the pre-service teachers
9.3 solutions/actions taken to solve the problems
10. Call the Pre-service Teachers for debriefing at the end of FS 4.
D. The Pre-Service Teachers shall:
1. Participate actively in all school related activities, as appropriate
2. Consider/be open to constructive criticisms;
3. Have regular discussions/de-briefing with the cooperating teacher/practicum
supervisor.
4. Respect the dignity and rights of the learners;
5. Check papers and tests for the purpose of diagnosis and evaluation;
6. Check lesson plans with cooperating teacher/practicum supervisor before
teaching and evaluates effectiveness of plans of teaching (after teaching the
class);
7. Observe lesson plan policies established by the cooperating teacher/practicum
supervisor;
8. Accept decisions of the cooperating teacher/practicum supervisor concerning
material to be covered and methods of presentation;
9. Submit to the TEI Practicum Supervisor the duly accomplishment forms on time;
10. Return all borrowed books and materials to the cooperating school before the
term ends, accomplish clearance from the cooperating schools;
11. Project a good image as a teacher at all times by observing
11.1 The Code of Ethics
11.2 Proper dress code
11.3 Punctuality in all activities of the Field Study
II. The Department of Education (DepEd)
A. The School Division Superintendent (SDS) shall:
1. Review and subsequently approve request for cooperating schools;
2. Conduct orientation on student teaching with the TEIs inclusive of the Dean,
College Student Teaching Supervisors, and the School Principals/Head Teachers.
3. Be the approving authority for Memorandum of Agreements between TEIs and
DepEd.
B. The Cooperating Principal shall:
1. Identify exemplary Cooperating Teachers to handle Pre-service Teachers team
teaching;
2. Conduct orientation for cooperating teachers on:
a. policies and regulations on Field Study
b. mentors roles and responsibilities
c. expected activities and outcomes of Field Study 4
3. Conduct orientation for the Pre-service teachers on:
a. policies and regulations of the school
b. roles and responsibilities of the Pre-service teachers
c. assignment of areas of responsibility where they should go
d. expected activities and outcomes of FS 4
4. Monitor and provide feedback on pre-service teachers performance on the team
teaching;
5. Meet with the Cooperating Teachers, the Pre-service Teachers and the Practicum
Supervisor for debriefing at the end of FS 4;

Field Study 4

6. Prepare required reports to the TEIs, copy furnish the Schools Division
Superintendent
C. The Site Coordinator shall:
1. Assist the Principal in assigning the Cooperating Teachers;
2. Conduct regular conference with cooperating teachers as regards the
performance and behaviour of student teachers
3. Serve as a link among Pre-service Teachers, Principals and the TEI Practicum
Supervisors.
4. Coordinate with TEIs Practicum Supervisor concerning the Pre-service Teachers
class assignment and problems
2. See to it that student teachers are not allowed to substitute for teachers who are
absent or on leave.
D. The Cooperating Teacher shall:
1. Provide an appropriate environment and establish a positive working relationship
between Pre-service Teachers and Cooperating Teachers;
2. Provide support to pre-service teachers as mentors by:
a. lesson planning
b. use of varied strategies/approaches/techniques
c. classroom management
d. assessment of learning outcomes
e. questioning techniques
f. preparation of instructional materials
3. Provide the student teacher participation in co-curricular and school/community
activities
4. Expect pre-service teachers to assume planned team-teaching responsibilities
either to start the lesson, to develop it or to conclude the lesson;
5. Evaluate the pre-service teachers plan in advance in order to check the
appropriateness of the instructional materials and the strategies that will be used
in the teaching-learning process;
6. Give regular appropriate praises, positive feedback, advice, support and
encouragement to the students practicing to be teachers;
7. Observe coach/mentor Pre-service Teachers in their Team Teaching.
8. Complete the form of summative evaluation report for each student teacher.

Field Study 4

3. COURSE DESCRIPTION
Field Study 4 will encourage PSTs to work with a buddy PST, with the assistance of their
cooperating teachers and TEI Practicum Supervisors. They will engage in the planning and
team teaching of lessons utilizing various teaching techniques. The PSTs will work closely
with their cooperating teachers. Initially they will either start the lesson, they will teach at the
middle of the lesson or they will end the lesson.
FS 4 will allow PSTs to apply and verify knowledge gained through exposure to the existing
curriculum. It shall also provide insights on how the curriculum can be effectively
implemented. This includes analyzing the mission-vision of the school relative to the existing
curriculum. The PSTs will also examine the resources available and reflect on how these
support the implementation of the curriculum. They will also look at the class schedule, room
assignment and teachers assignment in the effective implementation of the curriculum.
This course will further enrich the students experiences in preparing teaching aids for
classroom use such as manipulative hands-on materials, or self-learning kits.

Course Objectives
At the end of the course, the pre-service teachers are expected to:
1.
2.
3.
4.
5.

Apply knowledge and skills in writing a lesson plan;

Perform actual team teaching with a buddy, and with the CT
Select and develop instructional materials appropriate to a chosen subject area;
Produce instructional materials for classroom use.
Observe best practices in the effective implementation of curriculum.

Expected Outcomes
1.
2.
3.
4.
5.

Produce samples of three (3) self-made lesson plans.

Execute/teach two (2) lesson plans for at least 2 subject areas.
Prepare appropriate materials that suit prepared lessons and maximize its use.
Make reflections in reflective journals on the insights.
Analyze the curriculum used by the school in any subject area.

Course Requirements
1. Attendance during school hours, school functions and in special meetings
2. Daily Time Record/Logbook for the attendance in the laboratory and the
cooperating schools
3. Professional Portfolio which includes:
a. Lesson Plans
b. PSTs Work rating sheets/evaluation forms completely filled in by the preservice teachers, cooperating teachers and the TEI Practicum Supervisor on
the instructional materials, lesson plan, art of questioning and actual teaching
practice
c. Journal Writing
d. Instructional Resources
4. Production of instructional materials

Field Study 4

Assessment Tools
1.
2.
3.
4.
5.

Lesson Plan Rubric

Marking Guide for Instructional Materials
Pre-service Teachers Actual Teaching Rating
Marking Guide for Reflection/Journal Entries
Rubric for student Teaching Portfolio

Grading System
Rater

Attendance
Professional Portfolio
Instructional Materials
Journal Entries/Reflection
Lesson Plan
Total

Field Study 4

10%
30%
20%
20%
20%
100 %

CT
10%
15%
10%
35%

PS
30%
5%
20%
10%
65%

4. SCHEDULE OF ACTIVITIES FOR FIELD STUDY 4

Visit/
Session

Venue

st

1
session

1st visit

TEI

Lab. School/
DepEd
School

Site/Observation
Classroom

Conference Room or
Session Hall

Time
frame

Activity
Review Lesson on Lesson
Planning
Conference about the course
expectations and requirements

1hr

Orientation of the School Policies

and Regulations (if assigned in
another School)
Examine the resources available
Journal Writing

School

2 hrs

Classroom

2nd visit

School

Classroom/Faculty
Room

3rd visit

School

Classroom

4th visit

School

Classroom

5th visit

School

Classroom

2nd
session

TEI

Classroom

Field Study 4

1hr

Class Observation of CTs

Teaching
Lesson Planning
Preparation of Instructional
Materials
Journal Writing

3 hrs

Team Teaching with CT/Buddy

Journal Writing
Post Conference
Team Teaching with CT/Buddy
Journal Writing
Post Conference
Team teaching with CT/Buddy
Conference with TEI Practicum
Supervisor and CT
Debriefing of FS 4
Submission of the Professional
Portfolio

3 hrs

3 hrs

3hrs

1 hr

17hrs

Field Study 4

5. COURSE CONTENT
A. Classroom Observation
Observation is an important technique employed in the monitoring of the teaching learning
situation. Observational activities are important means of gathering evidences that would be
of help to you, as pre-service teachers. These would serve as your guide in the actual team
teaching you are going to conduct. For this, you will use TASK 1a as your guide. The
examples of teachers activities given will further serve as your guide in completing this task.
TASK 1a: Classroom Observation of Teachers Activities
Name of Pre-service Teacher:
Observed:

Subject Matter:

Cooperating Teacher:

Cooperating School:

Direction: Observe the Lesson with attention to Teachers Activities

TEACHERS ACTIVITIES

OBSERVATION
(Write your
observations here)

Questions/Comments
For later discussion with the
Cooperating Teacher and the
Practicum Supervisor

How does the teacher begin

the learning activity?
For example: questioning
* showing materials
* recalling prior experience
* others
How is the learning activity
developed?
For example: statements
* using resources
* instructing children
* giving examples
* demonstrating
* setting tasks
* organizing groups
* assisting
* questioning
* acknowledging
* others
How is the learning activity
concluded?
For example: questioning
* facilitating reporting
* recapitulating
* stating future directions
* others
Summary Comment:

Field Study 4

TASK 1b: Classroom Observation of Students Activities

Name of Pre-service Teacher:
Subject Observed:

Subject Matter:

Cooperating Teacher:

Cooperating School:

Direction: Observe the Lesson paying attention to pupils/students activities and interactions
as your guide.
STUDENTS ACTIVITIES

OBSERVATION
(Write your observations
here)

Questions/Comments
For later discussion with the
Cooperating Teacher and
the Practicum Supervisor

How do the students

respond to the teacher in
the beginning of the
learning activity?
Examples: statements
* actions
* recalling events,
experiences
* information
* others
What are the students
doing during the
development of the
lesson?
Examples: responding
* initiating
* questioning
* discussing
* working cooperatively
* working independently
* using materials
* researching
* constructing
* others
How are the students
participating in the ending
of the lesson?
Examples:
* contributing information
* reporting findings
* recalling
* raising further questions
* others
Summary Comment:

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10

B. Exploring Curriculum
A commonly held belief is that curriculum is known as the list of subjects. Others define it as
a prospectus, a guide for every course or program. However, curriculum includes the life that
encompasses the school. It is anchored on what the school envisions for learners how it
achieves this and when.
An effective curriculum contains the following aspects:
a. a clear and specific path on what learning is to be achieved by the learners;
b. a clear and specific path on how learning is to be achieved. It provides and
communicates clear learning objectives suited and appropriate to the level of the
learners;
c. a clear and specific path on what teaching methods and strategies to use, and
how this is supported by appropriate learning materials and learning activities.
Task 2
Examining the Resources
Name:

Date:

Cooperating School:

Cooperating Teacher:

A. List the Books or other reference materials used by your cooperating teacher.

B. Describe the instructional materials used (aligned to the objectives of the lesson) by your
CT.

C. What learning insights have you gained from these tasks?

SIGNATURE OF CT:

Field Study 4

DATE:

11

C. The Art of Questioning

Effective questioning is basic to effective teaching. Instead of pointing out the significance of
a particular bit of knowledge, the teacher assists his/her learners by using his/her questions,
to help them discover it for themselves.
A pre-service teacher should devote a good deal of attention to develop this skill.
According to Arabit, et.al (1993), there are four dimensions in the way we ask our students
some questions and each of these develop some skills like:
1. First Dimension Questions require literal understanding which usually begins with
Who, What, Where, and When.
Ex. Who was Ruben? What was he carrying?
2. Second Dimension Questions interpret between lines because the facts are not
directly or literally mentioned but the idea is being inferred.
Ex. What good are meatless Fridays to people?
3. Third Dimension Questions require understanding and grasping fully the authors
ideas including supplementary meanings like asking How and Why.
Ex. Do you like the title of the story? Why?
4. Fourth Dimension Questions require judging the worth of ideas and effectiveness
of presentation.
Ex. What would you consider as good qualities of the Filipino families? Explain.
Activity:

Provide one example of each question dimension that relates to a topic in your class.
Dimension 1:

Dimension 2:

Dimension 3:

Dimension 4:

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12

TASK 3: Observation Sheet on the Art of Questioning

Name:

Date:

Teacher Observed:

Time:

Subject:

Lesson:

Direction: Observe your CT. Note the questions that are asked.
Listen carefully to the teacher and answer the following as your guide.
1. What are the types of questions formulated in the lesson? Give example of each
type.

2. List down at least five (5) questions asked by the teacher in the class that you
observed. Then group them using the four dimensions.
A. First Dimension (Literal Comprehension)

B. Second Dimension (Interpretation)

C. Third Dimension (Critical Evaluation)

D. Fourth Dimension (Application/Integration)

Signature of Pre-service Teacher:

Signature of Cooperating Teacher:

D. Instructional Materials
There are several types of Instructional Materials that teachers use in their day-to-day
teaching activities. These materials can arouse and sustain the interest and attention of the

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13

learners. It can concretize abstract concepts/ideas to promote meaningful learning. They

also assist learning because of the rich experiences that they provide.
With the proper selection and use of instructional devices or educational media, learning
becomes more permanent (Garo, 2004).
AudioVisual materials
a. Audio-media are materials or sounds that are transmitted, produced or received
through high fidelity waves which are heard through certain equipment like radio
broadcast and recordings.
b. Visual materials are representations of direct reality, which comes in the form of
signs and symbols. Examples of which are: cartoons, pictures, posters,
drawings/sketches, diagrams, charts, graphs, strip drawing/comics strip and
maps.
Multi-Media as an approach to teaching refers to the use of an integrated format of audiovideo and animation applications to create a multi-sensory teaching and learning situation.
The use of computer applications is very useful in the preparation of the material.
TASK 6:
Use the Observation Guide provided to evaluate the instructional materials used by
your cooperating teachers. This will give you an idea about how to prepare your own

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14

TASK 4
Observation Guide on the use of Instructional Materials
Name:
Class Observed:
Subject:

Lesson:

Date:

Time:

1. What is meant by instructional materials? Give 4 examples of those commonly used.

2. What are the values of audio-visual aids? Name three. How can aids like TV, movies or
computers assist the teacher? Justify your answer.

3. What teaching aids did the teacher use in the class you observed? What purposes did
each of them serve?

4. What multi-sensory materials does the classroom have?

5. What are three (3) key things that you should consider when preparing instructional
materials?

Signature of PST:
Signature of Practicum Supervisor:

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15

E. Lesson Planning
Teachers need to plan to integrate what is to be taught and how to carry it out effectively.
Teaching is not a haphazard process. The highly interactive and demanding nature of the
classroom requires that a teacher plans thoroughly to maximize student learning. The goal of
planning should always be student-learning.
Types of Daily Lesson Plan
1. Detailed Lesson Plan presents both the teachers activity and the learners
activity under procedure or strategies.
2. Semi-Detailed Lesson Plan includes only the teachers activity under procedure
or strategies.
3. Brief Lesson Plan shows only the main parts of the lesson plan minus the
actual questions that you intend to ask.
Format of the Lesson Plan
Different authors suggest different components or format of a lesson plan. However most
agree that it should contain the following essential parts:
1.
2.
3.
4.
5.
6.

Purposes or Objectives or Targets

Subject Matter
References and Materials
Procedures or Strategies
Evaluation Techniques
Assignment or Agreement

Task 5:

a. Use the following lesson plan to guide you in preparing a lesson that you will
teach.
b. Use the Lesson Plan Rubric (appendix B) with your CT, to evaluate your lesson
plan.

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16

Task 5a: Sample Lesson Plan

Lesson Title:
Grade/year level:

No. of pupils/student:

I. Objectives:

II. Subject Matter:

Concept:
Values:
BEC:
Competency:
III. Learning Procedures
A. Routine:
Drill
Review
B. New Lesson
Motivation
Presentation
Learning Activities/Tasks
C. Generalization
D. Application
E. Evaluation
IV. Assignment:

V. MATERIALS
A. Teacher reference
materials:
B. Instructional Materials:

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17

F. TEAM TEACHING
Task 6a
At this point, you are now ready to conduct Team Teaching with your co-Pre-service teacher.
Ask for the lesson subject matter from your Cooperating Teacher. Plan the lesson with your
buddy and the CT and have it checked by your Cooperating teacher. Once it is checked,
prepare the visual materials appropriate for your subject matter.
Activity: Teach the lesson in collaboration with your CT and your buddy.
(discuss who will do what first)

Evaluation of Learning Activities

Evaluation is the process of determining the effectiveness of a learning activity or a unit of work which
includes many learning activities. The aim of evaluation is to make informed decisions in your
subsequent planning so that you increase students learning and develop the effectiveness of your
teaching.

Task 6b:
Evaluation should be undertaken by you and also by your Cooperating Teacher/TEI
Practicum Supervisor. Following the learning activity, and as soon as you can manage it,
review the experience and write your evaluation
Activity: Use the evaluation sheet (8b) with your CT, to evaluate your lesson

TASK 6b
Guidelines for Evaluating Learning Activities
Name of Pre-service Teacher:
Activity:
Cooperating Teacher

Date:

Cooperating School:
EVALUATION OF THE PLANNED ACTIVITY AND STUDENTS LEARNING
To what extent did the students/pupils achieve the specific learning outcomes?
How do I know? What did I observe in students/pupils responses?
What modifications would I make this activity if I did it again?
(task? teaching strategies? grouping? organization? resources?)

EVALUATION AND REFLECTION ON MY OWN TEACHING AND LEARNING

How effective were my teaching and management skills?
What goals should I set for improvement in my next planned activity?
What else did I learn about my teaching?
ASPECTS FOR DISCUSSION
Things I want to discuss with my cooperating teacher or TEI practicum supervisor are

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18

Task 9 Self Appraisal

Practicum should offer opportunities for self appraisal of the teaching learning experiences of
a pre-service teacher. To become a responsible teacher, the pre-service teacher should be
able to self-evaluate objectively, to diagnose strengths and weaknesses, and to plan for
improvements. The PSTs should be able to reflect on their ability to be self-aware, selfevaluative, and self-correcting (Beltran, 1992).
Direction: Reflect on one of the lessons you have taught. Record your self-evaluation on
each item by placing a circle around the appropriate number. If, upon evaluating yourself,
you are dissatisfied with your performance in any area, think about how you could improve
your practice. Re-evaluate yourself frequently.
A Pre-Service Teachers Self Appraisal Checklist
Name:
Grade/Yr & Section Observed:
Cooperating School
Lesson Taught:

Sem/School/Year:
Date:

ITEMS TO RATE

High
5
4

Low
2
1

I. Instructional Preparations
1. Was I aware of the latest research and professional trends in my
field?
2. Had I mastered the subject matter of each unit?
3. Had I organized each lesson and each unit of study?
4. Had I clearly defined instructional objective for each unit and
lesson?
5. Had I prepared and/or selected appropriate instructional materials
for each lesson and unit?
6. Was I able to show a relationship between subject areas?
II. Instructional Materials
7. Did I individualize instruction as much as possible?
8. Was I aware of the abilities of each pupil/student?
9. Did I briefly review the previous days work with class?
10. Did I attempt to make the classroom attractive and comfortable?
11. Did I create a relaxed atmosphere conducive to learning?
12. Did I frequently use questions that encourage comprehension,
analysis, synthesis, and evaluation?
13. Did I often involve pupils/students in learning activities?
14. Did I use a variety of teaching methods and techniques?
15. Did I use a variety of teaching materials?
16. Did I praise pupils/students when they show progress?
17. Did I increase the pupils/students interest in learning?
18. Did I use appropriate audio-visual aids?
19. Did I make clear explanations?
20. Did I utilize community resources?
21. Did I relate what is being studied to some part of life?
22. Was I able to hold the interest of the class?
23. Did I give clear assignments?
24. Did I know and use pupils/students names?
25. Did I encourage independent study?
26. Was my word choice on an appropriate level?
27. Was I available for pupil conference?

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High

ITEMS TO RATE
5

Low
3

III. Human Relations

28. Did I avoid embarrassing pupils?
29. Did I allow all pupils to be heard?
30. Did I respect confidentiality?
31. Did I avoid engaging in gossip about colleagues?
32. Did I praise colleagues about their accomplishments?
33. Did I avoid criticizing a colleague?
34. Did I follow the chain of command?
35. Was I tactful when correcting the pupil/student?
36. Was I fair to everyone?
37. Did I respect the views of all persons?
38. Did I refrain from holding grudges?
IV. Personal Qualities
39. Was I honest?
40. Was I reliable?
41. Did I forgive?
42. Did I dress neatly?
43. Did I dress appropriately?
44. Was I cooperative?
45 Was I courteous?
46. Did I cultivate my voice to be pleasant, clear and forceful?
47. Did I care for my health?
48. Was I poised and at ease when teaching?
49. Was I enthusiastic?
50 Was I self-directing?
51. Did I have sense of humor?
52. Was I willing to accept corrective, objective suggestions?
53. Was I model citizen?
54. Did I support worthy community activities?
55. Is my judgment sound?
56. Was I punctual?
57 Was I independent in my thinking?
Source: Beltran, Linda B. (1992). A Guidebook for the Supervision of Student Teachers. Rex
Bookstore

Rating:
Signature of Pre-service Teacher:
Date:

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20

6. GLOSSARY OF TERMS
Assessment - relates to collecting, synthesizing and interpreting data about the knowledge
and understanding, skills and attitudes of a person or group in order to facilitate
decision making.
Class program- refers to the class schedule, room and teachers assignment
Cooperating Principal is the head of the cooperating school responsible in assigning
exemplary cooperating teachers and to coordinate with the TEI Practicum Supervisor
with regards the assignment and problems of Pre-service Teachers
Cooperating Schools refer to the school where the pre-service teacher undergoes offcampus teaching.
Cooperating Teacher is normally a classroom teacher at the laboratory and cooperating
school directly responsible for providing mentoring support to the pre-service
teachers.
Curriculum refers to the life and program of the classroom and the school.
Dean of the College of Education is responsible for assigning Practicum Supervisors to
handle Field Studies including Practicum A and B.
Instructional Materials refer to print materials, audio-visual and multi-media resources
used by the teacher in facilitating teaching-learning process.
Practicum Coordinator refers to the person in-charge of monitoring the teachers handling
Field Studies and manages administrative matters pertaining the practicum program
of the TEI.
Pre-Service Teachers refers to the University/College BEED and BSED students who are
enrolled in the Field Study courses and are involved in micro teaching, team
teaching, and teaching whole lesson
Site Coordinator He/She is responsible in assisting the Principal/Head of the School in
assigning students in classrooms and scheduling of classes for observation and
participation. Conduct regular conference with cooperating teachers as regards the
performance and behavior of student teachers
TEI Practicum Supervisor refers to the University/College faculty directly responsible for
supervising, monitoring and providing support to the university student in on/off
campus school experience.
Teacher Education Institutions (TEIs) refer to the universities and colleges offering
Teacher Education Courses with curriculum aligned with that of CHED. There are 21
of these from Regions XI, XII, and ARMM which established partnership with BEAM
and DepEd.
Team Teaching - is any form of teaching in which a team consisting of two or more preservice teachers share responsibility in the planning, presentation, and evaluation of
lessons prepared for the same group of students.

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7. REFERENCES
Barry, Kevin and King, Len. (2001). Beginning Teaching and Beyond Third Ed. Social
Science Press, New South Wales.
Bustos, Alicia, S., et al. (2001). Guide to Student Teaching. JMC Press, Inc.
Collin, Marsh. (2004). Becoming a Teacher. Pearson Prentice Hall, New South Wales.
Corpuz, Brenda, B. and Salandanan, Gloria, G. (2003). Principles and Strategies of
Teaching. Lorimar Publishing Co.,Inc.
Cruz, Brenda, B., et al. (1997). Manual for Observation, Participation and Community
Immersion. Katha Publishing Co., Inc.
Danielson, C. and Abrutyn, L. (1997). An Introduction to Using Portfolios. Virginia, USA.
Association for Supervision and Curriculum Development
Garo, Candelaria, D. (2004). Teaching Educational Technology. National Bookstore.
Lardizabal, Amparo, S. (1999). Theory and Practice in Student Teaching. Katha
Publishing Co., Inc.
Lucido, Paz, I and Borabo, Milagros, L. (1997). Educational Technology. Katha Publishing
Co., Inc.
MTST Mentoring the Student Teacher. A joint project of the DepEd and the TEIs of
Region X, Division of Misamis Oriental and the Division of Cagayan de Oro City.
Professional Application and Reflection 1,2,3,and 4. (2004), Practicum Guidelines and
Resources for Schools and Organizations. University of South Australia.

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8. APPENDICES
The following appendices provide the marking guides for each assessment item.
Appendix A - Journal Entries
Journal 1: On Preparing a Lesson Plan
Journal 2: Instructional materials
Journal 3: Actual Teaching
Journal 4: Examining the Resources
Appendix B- Lesson Plan Rubric
Appendix C- Pre-service Teachers Actual Teaching Rating
Appendix D- Marking Guide for Instructional Materials
Appendix E- Marking Guide for Reflection/Journal Entries
Appendix F- Rubric for Communication Skills in Teaching
Appendix G- Rubric for Student Teaching Portfolio

Field Study 4

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Appendix A: Reflective Journal Entries

Task: Use your journals to reflect on the following questions.
JOURNAL 1
On Preparing a Lesson Plan
Name:
Subject Area:

Date
Cooperating Teacher:

1. Describe the goals and purpose of your lesson plan.

2. What problems did you encounter in writing your lesson plan?

3. How can you improve your written lesson plan?

4. Did you deviate from your lesson plan? Why/ why not?

5. Experienced teachers claim that they can teach their classes even without a lesson
plan. How do you react to this? Provide reasons for your answer.

TEI Practicum Supervisors Feedback:

Area(s) for strength:
Area(s) for Improvement:

Signature of the TEI Practicum Supervisor:

Date:

Field Study 4

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JOURNAL 2
Instructional Materials
Name:
Subject Area:

Date
Cooperating Teacher:

1. What is the importance of developing/preparing Instructional Materials?

2. Describe one of the instructional materials you made. What was its purpose? Why did
you prepare it this way?

3. How will your instructional materials influence students/pupils learning?

examples.

Give two

4. How will you know if your materials are effective in enhancing student learning?

TEI Practicum Supervisors Feedback:

Area(s) for Strength:
Area(s) for Improvement:

Signature of the TEI Practicum Supervisor:

Date:

Field Study 4

25

JOURNAL 3
On Actual Team Teaching
Name:
Subject Area:

Date
Cooperating Teacher:

1. After you have done your first actual team teaching, what were your realizations?
How did you feel about co-teaching the lesson?

2. What do you think went well in the lesson? Give details.

3. What would you like to improve and focus on during future planning and delivery?

TEI Practicum Supervisors Feedback:

Area(s) for Strength:
Area(s) for Improvement:

Signature of the TEI Practicum Supervisor:

Date:

Field Study 4

26

JOURNAL 4
On Examining the Resources
Name:
Subject Area:

Date
Cooperating Teacher:

1. What is the importance of aligning the Instructional Resources and learning activities
with the objectives of the lesson?

2. What difficulties have you encountered in planning your lesson plan with regards to the
availability of instructional material resources?

3. What have you done to address this problem? (refer to question #2)

TEI Practicum Supervisors Feedback:

Area(s) for Strength:
Area(s) for Improvement:

Signature of the TEI Practicum Supervisor:

Date:

Field Study 4

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Appendix B: Lesson Plan Rubric (for use by CT and Practicum Supervisor)

Name of Pre-service Teacher:
Subject Area
Performance
Criteria
Formulating
Objective
Organization of
lesson presentation

Date:
Good
(3)

Fair
(2)

Needs Improvement
(1)

Defines objectives clearly

Adequately define the objectives

Objectives are not clearly stated

Clearly links subject matter to students interest and

experiences

Adequately links subject matter to students interest

and experiences

Subject does not link to students interest and

experiences

Clearly identifies sequential development of activities

Adequately identifies sequential development of

activities

Does not clearly identify sequential development

of activities

Adequately uses relevant examples

Does not use relevant examples

Uses relevant examples

Accurately allocates time to activities in accordance with
objectives

Use of learning
materials

Use of evaluative
measures

Rating

Adequately allocates time to activities in accordance

with objectives

Does not allocate time to activities in accordance

with objectives

Clearly indicates transition procedure from one activity to

the next

Adequately indicates transition procedure from one

activity to the next

Does not indicate transition procedure from one

activity to the next

Plans a variety of teaching strategies

Limited variety of teaching strategies

Does not plan a variety of teaching strategies

Relates subject matter to other knowledge and prior

knowledge of students

Relates subject matter to other knowledge

Does not relate subject matter to other knowledge

Uses a wide range of resources and learning materials

Uses a range of resources and learning material

Structures a wide variety of materials to stimulate

students interest and achievement

Uses an appropriate variety of materials to

stimulate students interest and achievement

Does not use a range of resources and

learning materials

Does not structure an appropriate variety of

materials to stimulate students interest and
achievement

Devises appropriate evaluation of each students

progress

Devises appropriate evaluation of students

progress

Does not devise appropriate evaluation of

students progress

Measures students progress with appropriate tests and a

variety of assessment methods

Measures students progress with appropriate

tests and other methods

Does not measures students progress with

appropriate tests and other methods

Total
Legend: 3 Good (86 to 100 %)

FS 4

2 Fair (80 to 85 %)

1Needs Improvement ( 75 to 79%)

28

Appendix C: Pre-Service Teachers Actual Teaching Rating

Name:
Date:
Cooperating School:

Sem/Sy:
Subject Taught::

Note: This will serve as a guide to the Cooperating Teachers and TEI Practicum Supervisor
in assessing the actual teaching performance done by the Pre-service Teachers. Check the
box below that corresponds to each item.
Legend: 100-95 - Excellent
88-83 - Satisfactory
94-89 - Very Satisfactory 82-78 - Fair
ITEMS TO RATE

77-72 - Unsatisfactory

VS

I. LESSON PLAN
A. Objectives were stated in behavioral terms
B. There was congruence between
1. Objective and subject matter
2. Objective and materials used
3. Objective and teaching procedure / Strategies of
Teaching
4. Objective and formative test / Evaluation
5. Objective and assignment
II. TEACHING METHODS
A. Method/s used was/were suited to the needs and
capabilities of the students
B. The teacher was creative enough to adapt his/her
method to the students capabilities
C. Visual aids and other examples were used to illustrate
the lesson.
D. The teacher made effective use of the formative test after
teaching
III. CLASSROOM MANAGEMENT
A.

The teacher had a systematic way of checking:

1. Attendance
2. Assignment/Homework
3. Practice exercise
4. Group Work/Project
5. Passing in and out of the room
6. Correcting, distributing, and collecting paper
B. Order and discipline were present in the classroom
C. Visual aids were within easy reach of the teacher during
his/her teaching
IV. COMMUNICATION SKILLS
A. The teacher spoke clearly with a well-modulated voice
B. The teacher used correct grammar in speaking
C. Correct responses were given by the students through
the teachers skillful questioning.
D. He/She observed correct pronunciation

Field Study 4

29

E.
F.

The board work of the teacher was free from errors in

grammar and spelling
The teachers handwriting on the board and the lesson
plan was legible enough to be read and understood

V. TEACHERS PERSONALITY

A. The teacher is neat and well-groomed.

B.

The teacher is free from mannerism or physical defects

that tend to disturb the students attention.
C. The teachers personality is strong enough to command
respect and attention.

The pre-service teachers strengths are:

Comments/Suggestions for Improvement:

Final Rating (Tick one)

Satisfactory

Unsatisfactory

Rated by:
Designation:

Field Study 4

Cooperating Teacher

30

Appendix D: Marking Guide for Instructional Materials

Name:
Date:

Sem/Sy:

Direction: Check the box below that corresponds to each item.

Legend:
3 Definitely
2 Moderately
1 Not at all

(90 100)
(51 89 )
( 0 50 )

3
2
ITEMS TO RATE
Definitely Moderately
1. It is big enough that can be seen by
the farthest learner.
2. Colors for the material are realistic and
pleasant.
3. It facilitates learning.
4. It can stand several uses.
5. It is economical to produce
6. It is light and easy to manipulate.
7. It is up to date.
8. It is related to the specific needs,
problems and experiences of the
target learners.
9. It has originality.
10. It develops curiosity and a sense of
discovery in the learners.
Comments/Suggestions: (Strengths and suggestions for improvement)

1
Not at all

Rating:
Rated by:
Designation:

Field Study 4

31

Appendix E: Marking Guide for Reflection/Journal Entries

Performance Level

Excellent

Proficient

Satisfactory

Developing

Presents
comprehensive
description of
worthwhile
experiences, explains
sound judgment on
personal strengths
and weaknesses
anchored on many
theories learned.
..

Presents very clear

description of
worthwhile
experiences,
explains sound
judgment on
personal strengths
and weaknesses
anchored on some
theories learned.

Presents some
description of
worthwhile
experiences,
explains sound
judgment on
personal strengths
and weaknesses
anchored on few
theories learned.

Presents few
description of
worthwhile
experiences, explains
sound judgment on
personal strengths and
weaknesses

Criteria
Reflection journal entry
includes PSTs learning
experiences, judgments,
performance and other
insights gained in the
course.

1
Needs
Improvement
Presents no
description of
worthwhile
experiences, does
not explain sound
judgment on
personal strengths
and weaknesses

Legend:
1 Needs Improvement (75-79)
2 Developing
(80-84)
3 Satisfactory
(85-89)
4 Proficient
(90-94)
5 Excellent
(95-100)

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32

Appendix F: Rubric for Communication Skills in Teaching

Name of Student:

Date:
Performance Level

Criteria
A. Non-Verbal Skills
1. Eye Contact
2. Gestures

B. Verbal Skills
1. Voice
a. Volume
b. Enthusiasm
c. Vocalized Pauses
(uh, well uh, um)
(mannerisms/pet words)

2. Words
a. Articulation
b. Enunciation

C. Content

10

Maintains eye contact

Occasionally looks at
someone or some groups
Natural hand gestures are
occasionally demonstrated

Focuses attention to one person

or group
Artificial hand gestures are
demonstrated

Does not attempt to look

at the person/s

Natural hand gestures are

demonstrated

7
Demonstrates strong positive
feeling about the topic

3
Shows some negativity toward
the topic

Volume very low, rate

very slow
1
Shows absolutely no
interest in the topic

No vocalized pauses noticed

1 - 5 are noticed

6 9 are noticed

10 or more are noticed

Volume is low, rate is enough

10

Speech sounds are very

intelligible
There is evidence of fluency in
pronouncing the words

1 2 speech sounds are

incorrectly produced
There is an occasional
mispronunciations

There is evidence to slurring

and stammering
Mispronunciations are very
frequent

Speech sounds are very

defective
Pronunciation of words is
very inaccurate

15

12

a. Sentence Structure

Varied

b. Words (Grammar,
Spelling &Vocabulary)

Correct and precise

C. Ideas

No gestures are noticed

Volume loud enough but rate

is fast
5
Occasionally shows positive
feelings about the topic

Volume and rate is outstanding

Ideas were expressed in a very

clear and organized manner.

Little variety
Adequate and correct in
general sense
Ideas were expressed in
clear manner but the
organization could have been
better.

Simple sentences only; no

variety
Inadequate and with only few
correct words

There is evidence of runons and fragments

Ideas were somewhat organized

but were not clear.

Rating

Improper usage
Ideas seem to be
collection of unrelated
sentences.

Overall Rating

Rated by:
Field Study 4

33

Designation:
Appendix G: Rubric for Student Teaching Portfolio
Performance
Criteria
1. Components include cover
page (with name, title of unit,
dates taught) table of contents,
reference, list of appendices.
2. Organization follows the
instructions for the portfolio.
3. Word processed; grammatically
and mechanically correct
4. Neatness and creativity

5. Completeness of contents
6. Promptness (Working Days)

Rated by:
Field Study 4

(Good)

(Fair)

(Poor)

All components are included and

clearly marked.

Some of the preliminary

components are missing.

Many of the components are

missing.

Organization follows the

instructions for the portfolio
correctly and completely.

Organization slightly follows the

instructions for the portfolio.

Organization does not follow the

instructions for the portfolio.

Words processed, edited and

obviously proofread.

Words processed with few

grammatical and mechanical
errors.

Words processed but with many

grammatical and mechanical
errors.

Presentation demonstrates
neatness and creativity in all areas
and pages of the portfolio

Presentation slightly demonstrates

neatness and creativity to some
extent.

Contents are all completely filed

and submitted.

Some contents are missing and

are disarranged.

Most of the contents are missing

and/or disarranged.

Student portfolio is submitted on

time.

Student portfolio submitted no

more than one day after the
deadline.

Student portfolio submitted a week

or more after the deadline of
submission.

Presentation is neither neat nor

creative.

Rating:
34

Designation:

Field Study 4

35